Self-regulatory metacognitive strategies in second language teaching and learning
DOI:
https://doi.org/10.22481/folio.v17i1.19043Keywords:
Self-regulated learning, Metacognition, Learning strategies, Language teaching, Applied linguisticsAbstract
This review examines the theoretical and methodological contributions of the work Metacognition in language teaching, by Mark Feng Teng, published in 2025 by Cambridge University Press. The book proposes a robust reflection on the presence of self-regulated learning in language teaching, encompassing reading, writing, listening comprehension, and vocabulary acquisition practices. Consequently, the author provides educators with a repertoire of strategies aimed at strengthening student autonomy and the conscious management of cognitive processes in the classroom. Furthermore, the book asserts the importance of continuous pedagogical interventions capable of fostering more solid learning trajectories and consolidating mental mechanisms essential for the effective mastery of a foreign language.
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